The Brain As A Gambler And Conference Camouflaged Listeners February 7, 2011 by Jeff Hurt If we wanted to create an education environment that is directly opposed to what the brain is good at doing, we would design something like today’s conference lectures. Listening to a 45-, 60- or 90-minute lecture floods the working memory with information. We can’t store everything we hear in our memory. The Brain As A … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, conferences, engagement, lecture, meeting planning basics, presentation best practices, presentation strategies
Myths, Facts, Challenges And Tips With Learning From Lectures February 3, 2011 by Jeff Hurt Myth: Our minds are like sponges that just soak up information which creates learning. Many of us grew up believing that myth. We believed that we could sit in a lecture and the speaker’s information would magically transfer to our brains. We thought we could automatically recall everything the teacher said. Without studying, our test … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, conferences, Education & Adult Learning, engagement, lecture, presentation best practices, presentation myths, presentation strategies
Conference Lectures Are A Lazy Format For Lazy Learners February 2, 2011 by Jeff Hurt This is your brain. This is your brain on drugs. This is your brain during a lecture. (See image.) Our Addiction To Lectures We are addicted to lectures. Why? They are easy to plan and schedule for a conference. Release a call for presentation proposals. Select speakers from submitted proposals. Ask speakers to give monologues … [Read more…] Filed Under: Conference Education Tagged With: , active learning, adult learning, conferences, Education & Adult Learning, engagement, lecture, short term memory, work
Stomaching Long Conference Lectures Is Out! Active Attendee Participation is In! April 14, 2010 by Jeff Hurt 14 Presentation Techniques That Encourage Maximum Learning, Participation And Memory Retention Today, many conference attendees will no longer tolerate the same old lectures, the conference committee’s poorly-planned-everything-for-everyone-panel or sessions that have no real meaning to their work. Younger generations will not endure classes that could have been learned at their desks in 30 minutes and … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , active learning, association, conferences, content, delivery, Education & Adult Learning, increasing memory retention, lecture, presentation strategies
